A Comparative Study Of Classroom Questioning Between Novice And Expert Chemistry Teachers In Middle Schools

In recent years,more and more attention has been paid to the professional development of teachers in the educational circle.How to help novice teachers quickly grow into expert teachers is also a problem that many scholars compete for research and discussion.In the process of teacher growth,any teacher starts from a novice teacher,and then continues to grow into an expert teacher,and how to help them better and faster to achieve the professional development of teachers,this is an important task for all educators.Classroom questioning is an important part of the quality of teachers,it is necessary to strengthen the training and research.Therefore,on the basis of consulting a large number of literatures,this study designed the classroom question observation scale,and observed the classes of two expert teachers and two novice teachers respectively.Through statistical analysis of the data,it found that there were significant differences between the two types of teachers in terms of classroom questions in chemistry,and analyzed the reasons for the differences.Secondly,an expert teacher and a novice teacher are selected to observe,record and analyze classroom questions in the same chemistry class,and further find out the differences.Finally,some Suggestions are given to the novice teachers in classroom questioning.This study is divided into six chapters.The first chapter is the introduction,mainly introduces the research background and research ideas.The second chapter is a research review,including the meaning of classroom questioning and the definition of expert teachers and novice teachers,and a review of the current research on classroom questioning and teacher professional development at home and abroad.Chapter three is the theoretical basis of this study,including classroom interaction theory,constructivism theory and zone of proximal development theory.In the fourth chapter,two expert teachers and two novice teachers were observed in detail through the observation scale,and the differences and reasons were analyzed.The fifth chapter analyzes the reasons by comparing the differences between an expert teacher and a novice teacher in asking questions in the same class.Chapter six draws the conclusion and the suggestion.By observing the 40 classes of the two types of teachers through the observation scale,it is found that there is a significant difference between expert teachers and novice teachers in classroom questioning.Then,based on the analysis of the differences,Suggestions for improvement are put forward to promote the development of teaching skills and professional growth of novice teachers.